Responding to Poverty and Disadvantage in Schools

This book explores a range of challenges teachers face in dealing with situations of disadvantage, and explores different ways of thinking about these situations. Starting with a variety of incidents written by teachers in schools in disadvantaged settings, the book provides a range of ways of thinking about these - some more psychological, others more sociological - and chapters develop conversations between teachers and academics. These 'conversations' will help teachers reflect more deeply on the contexts in which they work, on what disadvantage means, and how disadvantage manifests in practice. It will also help teachers reflect upon the nature of their work; what it means to be a good and effective teacher; and the particular skills, approaches, relationships and competencies that may need to be developed in differing settings of educational disadvantage. The book explores the tensions between different ways of thinking about education and disadvantage; it will make compelling reading for students and teachers of education, education policy makers, and practising schoolteachers.

Offers a critical perspective on the structure of our schools as institutions Focuses on helping teachers in schools respond to the developing policy environment and its damaging demands on their professional practice Enables teachers to draw on a wider set of understandings and assumptions about the nature of the relationships between disadvantage, teaching and educational outcomes

Autorentext
Tamara Bibby is an Independent Researcher and was formerly a Senior Lecturer in Education (Learning and Teaching) at the Institute of Education, University College London, UK. She has a background in primary education and is particularly interested in psychosocial dimensions of student and teacher experiences of learning.
Ruth Lupton is Professor of Education at the Manchester Institute of Education, University of Manchester, UK. She researches and writes widely on poverty, inequality and social policy, and her work in education has focused on the impact of disadvantaged contexts on school organisation and practice.
Carlo Raffo is Professor of Urban Education at the Manchester Institute of Education, University of Manchester, UK. His main area of research is in the area of education and poverty and educational equity in urban contexts, and he has been involved in multiple projects focussing on schools and education in areas of urban disadvantage.

Inhalt
Chapter 1. Introduction.- Chapter 2. Disengagement.- Chapter 3. Confrontational Behaviour.- Chapter 4. Culture Clashes.- Chapter 5. Language and Communication Difficulties.- Chapter 6. Government Policies in Practice.- Chapter 7. Being a Teacher in a Disadvantaged Area.- Chapter 8. Schools and Their Communities.- Chapter 9. Beyond the Mainstream Classroom.- Chapter 10. The Vignettes as a Whole.- Chapter 11. Conclusions.